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(Organization De L'unite Africane [Sic]) : Its Role in Education

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(Organization De L'unite Africane [Sic]) : Its Role in Education University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1975 Organization of African Unity (Organization de l'unite africane [sic]) : its role in education. Betty S. Shabazz University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Shabazz, Betty S., "Organization of African Unity (Organization de l'unite africane [sic]) : its role in education." (1975). Doctoral Dissertations 1896 - February 2014. 3010. https://scholarworks.umass.edu/dissertations_1/3010 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. ORGANIZATION OF AFRICAN UNITY: (ORGANISATION de L. ' UNITE AFRICANE) ITS ROLE IN EDUCATION A Dissertation Presented by Betty S. Shabazz Submitted to the Graduate School of the 1 University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION July 1975 Major Subject: Educational Administratiori (c) BETTY S. SHABAZZ All Rights Reserved 1975 ORGANIZATION OF AFRICAN UNITY: (ORGANISATION de L' UNITE AFRICANE) ITS ROLE IN EDUCATION A Dissertation By- Betty S. Shabazz Approved as to style and content by: r r> /i Norma Jean Ana^rson, Chairperson Robert L. Sinclair, Member Louis Fischer, Acting Dean School of Education July, 1975 I dedicate this treatise to: My mother and father who love me with or without cause. My children's father, Malcolm (Hajj Malik Shabazz), who opened the windows of my mind and my heart. My children (Attallah, Qubilah, Ilyasah, Gamilah, and the twins, Malikah and Malaak, born six months and three weeks after his death), who have been the foundation for my new life. To Dr. Josephine English and Ruth Summerford, R. N. (Aunt Ruth) who delivered my six babies. To Shelman, Jr., Stanley., John., Mark., Shirley Jimmy. , Henry. , Arthur and Juanita for shared presence. ii ACKNOWLEDGMENTS With sincere appreciation I would like to express my gratitude to those without whose help this monograph could not have been accomplished. First, to the members of my dissertation committee for their continued perspicacity, warmth and endurance. My unending thanks goes to Dr. Robert Sinclair, Dr. Roland Wiggins, Dr. Malcolm Arth, and especially to Dr. Norma J. Anderson, chairperson, who in addition shared her home and family and gave instinctively of her time above and beyond the call of duty. Secondly, my sincere thanks to my professors. Dr. Kenneth Blanchard, Dr. Davis S. Flight, David G. Coffing, and Joseph Litterer, for their guidance and scholarly attention during my years of study. In addition, I owe very special thanks to Baltimore Scott, Ilyasah's godfather, Mr. and Mrs. John Keeffe, Inez M. Singletary and Edith Meyers whose friendship and interest inspired and sustained me in the long days when dismay set in that I would not complete this work. Finally, to Mable Small who typed the drafts and to Deborah Randolph who typed the final copy with skill and care - both were always true friends and "sisters. " iii ORGANIZATION OF AFRICAN UNITY: (ORGANISATION de L' UNITE AFRICANE) ITS ROLE IN EDUCATION (June, 1975) BETTY S. SHABAZZ B. A. - Jersey City State College Jersey City, New Jersey Director: Dr. Norma Jean Anderson ABSTRACT This study provided an historical and analytical examination of the Organization of African Unity and its role in certain educational aspects of African behavior and development. Officials of the O.A.U. were informally observed and inter- viewed in Addis Ababa, Ethiopia, February 13-21, 1975, at O.A.U. Minister's Conference. Concepts from the Coleman study were applied as a criteria setting and guideline tool in the interviews. Written primary and secondary source materials were reviewed and analyzed. The or- ganizational structure of O.A.U. , i.e., stated goals and objectives, staffing pattern, sub-units and regional divisions, and assigned tasks were analyzed with particular attention to the educational component. iv Recommendations included specific suggestions for human resource development through non-formal education and strengthening of innovations in .university education in the light of the social and economic realities of the African continent. Further recommenda- tions included suggestions for leadership planning in the development of human power to effectively exploit the wealth of natural resources. Real accomplishments of O.A.U. are highlighted, as are suggestions for further development of that organization. It was suggested that additional research in the improvement of instruments and interview techniques congruent with the multi-cul- tural African was needed. A modification of the Leadership Adaptability and Style Inventory (LASI) was recommended. It would be effective because it already recognizes a certain measure of uncertainty and multi-dimensionality in leadership actions. v TABLE OF CONTENTS DEDICATION ACKNOWLEDGMENTS . ABSTRACT ' CHAPTER Page I OVERVIEW OF THE STUDY AND THE ....... 1 ORGANIZATION OF AFRICAN UNITY (OAU) Introduction Purpose of OAU Purpose of Study and Research Objectives Definition of Terms Significance of Study Design of Study Footnotes ..................... 16 II THE PURPOSE AND THE ORGANIZATIONAL .... 17 STRUCTURE OF THE OAU Purpose Organization Summary Footnotes 48 III SELECTED EFFORTS OF THE OAU TO 49 IMPROVE EDUCATION ON THE AFRICAN continent Documents of Agreement Selected Projects Summary Footnotes ..................... 90 vi CHAPTER Page IV RECOMMENDING NEW DIRECTIONS FOR .... 93 SELECTED EDUCATIONAL PLANNING IN AFRICA Development of Natural Resources Further Directions in Leadership Planning Collecting Data on Leadership Styles Examining Organizational Structures of OAU Exploring Environmental Opportunity Examining Axiological Systems Summary Footnotes Ill V SUMMARY AND IMPLICATIONS FOR . ..... 112 FURTHER RESEARCH Summary Implications Recommendations Footnotes 134 BIBLIOGRAPHY .................... 135 APPENDICES 142 A Diagrams I, II, and III 144-148 B Brief Description of the James S. Coleman Study used to give Direction for Informan Interviewing and Observation During an Information-Gathering Trip to Africa C Thirty-Two Chartered Members of the Organization 152-218 of African Unity D The O. A. U. in Kampala, Uganda ........ 220-226 E Attendance of Independent Representatives at OAU 's 228-230 24th Ordinary Session of Council of Ministers F Multi-Cultural Educational Role Determinant. , . 232-255 Questionnaire vn -CHAPTER ONE OVERVIEW OF THE STUDY AND THE ORGANIZATION OF AFRICAN UNITY INTRODUCTION Pan Africanism offers itself as a vehicle that can transcend or incorporate non-African ideologies and tribalism. It rejects both white racialism and black chauvinism. It stands for racial, political, and cultural co-existence on the basis of absolute equality and respect for human personality. Its vision stretches beyond the limited frontiers of the nation-state. Many reject the idea of any kind of partition within Africa, believing on one Africa. This can be interpreted on many different levels, and its ultimate decision rests on those who occupy the terri- tory (non-conquerors), not the colonialist and not necessarily the 100 million people of African descent living outside of Africa. The candi- date, however, does not feel that there should be any partition with regard to independence, leadership, and fraternity. Attempts to institutionalize the Pan-African concept date back many years: The formal search for African unity began in 1900, when the first Pan-African Con- ference was convened in London. From that date until World War II, however, the Pan-African movement existed for the most part outside Africa and was pr !•- marily concerned with creating a sense of community among Africans living throughout the world. 1 In the period following the Second World War, from 1945 to 1957, the Pan-African movement became far more visible to the rest of the world, and indeed to Africa itself . The period from March 6, 1957, the date of Ghana's independence, to June 30, I960, which marked the independence of "the former Belgian Congo, 11 was one of optimism and glory for Africa . The transition and continuity of the movement for unity was most dramatically symbolized by Dr. DuBois in a public letter to Nkrumah. Dr. DuBois said: "1 hereby put into your hands, Mr. Prime Minister, my empty but still significant title of President of the Pan-African Congress to be bestowed on my duly elected successor who will preside over a Pan-African Congress due, I trust, to meet soon for the first time on Afri- can soil, at the call of the independent state of Ghana. " On April 18, 1957, the government of Ghana invited the governments of the eight other independent African states to come to Accra for a conference.^ Three years later, Dr. Fwame Nkrumah told Ghanaians what roles they would play in his mission to unite Africa: - 3 - . We are embarking upon a period of intensive industrialization and the mech- anization and diversification of agriculture. This is the time, therefore, when we shall need every available hand. The intelligentsia, the workers, the farmers, and peasants, all the people must pull together in one great effort to liquidate and abolish all the rem- nants of the evils of colonialism, illiteracy, disease, poverty, hunger,
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